chapter ii theoretical review a. vocabulary 1. the ...repository.ump.ac.id/5313/3/nimatul muzayyanah...
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CHAPTER II
THEORETICAL REVIEW
A. Vocabulary
1. The Definition of Vocabulary
Vocabulary is acquired incidentally through indirect exposure to
words and intentionally through explicit instruction in specific words and
word-learning strategies. Richards and Renandya (2002: 81) stated that
vocabulary was a core component of language proficiency that provides
much of the basis for how well learners speak, listen, read and write.
Richards (2000: 70) stated that vocabulary was one of the most obvious
components of language and one of the first things applied linguistics
turned their attention to.
Pikulski and Templeton ( 2004: 1 ) defined vocabulary as the sum
of words that are used by and understand by students. One “ use “
vocabulary when one speaks and writes; the term expressive vocabulary
is used to refer to both since these are the vocabularies one used to
express her selves. One “ understand “ vocabulary when one listened to
speech and when one read; the term receptive vocabulary was used to
refer to listening and reading vocabularies.
Hornby ( 2000: 110 ) in Advance Learners Dictionary of Current
English said that vocabulary is: (1) all the words that a person knows or
used, (2) all the words in a particular language, (3) the words that people
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used when they are talking, and (4) a list of words with their meanings,
especially in a book for learning a foreign language.
From the explanation above, vocabulary is one of the basic
components of language and very important to learn so one could make
communication easily. Vocabulary is acquired incidentally through
indirect exposure to words and intentionally through explicit instruction
in specific words and word-learning strategies.
2. The Importance of Vocabulary
Tarigan (1984: 82) points out of the importance of vocabulary in
language learning. He states that language skill depends on competency
of vocabulary. Thus, the more vocabulary is mastered, the bigger is
possibility that someone could skillfully used the language.
Vocabulary is also important to express idea or to ask something
for certain important thing. If someone lack vocabulary, he will not find
some difficulties in expressing his idea in oral or written. One should be
able to master adequate vocabulary to convey his/her message.
From the explanation above, vocabulary becomes an important
thing in learning English. Because vocabulary is the first basic important
element in learning English and also when the students will speak, write,
read and listen in English, they can not avoid vocabulary.
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3. Type of Vocabulary
Hughes (1989: 146) said that there were two types of vocabulary,
namely:
a. General vocabulary, which consists of every word having important
meaning in common usage.
Example: table, house (noun), happy, busy (adjective), drink, eat
(verb).
b. Special or technical vocabulary, which takes on special meaning
when adapted to a particular subject matter field.
Example: chlorophyll, stethoscope, etc.
So in this research, the researcher used and focus on the
general vocabulary (verb, noun, adjective) in teaching and learning
vocabulary.
4. Elements of Vocabulary
Vocabulary becomes an important element in learning English,
because of some reasons. Firstly vocabulary was the first basic important
element in learning English and also when the students would speak,
write, read or listen in English of course students could not avoid the
vocabulary. Students had to master vocabulary more. Moreover, we
know that the lack of vocabulary often brings many troubles for students.
According to Lado ( 1972 :1 ), there are several ways that the
learner could learn English vocabulary such as:
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1. Spelling
Spelling was very important in learning vocabulary. By
knowing the spelling of the word, it mades students easier in writing.
In the teaching learning process, there were some students that could
not spell the word well, because there were some words that had
different from what was written. Thus, English teacher should guide
the students to spell and pronounce the words correctly.
2. Pronunciation
Pronunciation of a word was what we hear when someone says
the word. Most words had only one pronunciation, but sometimes a
word had two or more pronunciations. English pronunciation was
difficult to learn because it was not related to the spelling of words.
Many other students want to be able to speak English well with
understandable pronunciation so that they could communicate
without hindrance, because good pronunciation make receiver easier
to understand. Pronuncing the word enables the students to
remember it longer and identify it more readily when they hear or
see it.
3. Meaning
In learning English especially vocabulary, students should
know the meaning of the word. Knowing the meaning of the word
would make students easier in using it and to communicate in written
or oral. Therefore, guided discovery, contextual guesswork and using
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dictionaries should be the main ways to deal with discovering
meaning.
Guided discovery involved asking questions or offering
examples that guided students to guess meaning correctly. In this
way students got involved in a process of semantic processing that
help students learning.
Contextual guesswork means making use of the context in
which the word appears to derive an idea of its meaning, or in some
cases, guess from the word itself. Knowledge of word formation, e.g.
prefixes and suffixes, could also help guide students to discover
meaning. Teacher could help students with specific techniques and
practice in contextual guesswork, for example, the understanding of
discourse markers and identifying the function of the word in the
sentence ( e.g, verb, adjective, noun ) the latter was also very useful
when using dictionaries.
5. Learning Vocabulary
Teaching vocabulary was a complex task, besides mastery of the
words, also the spelling, pronunciation and the meaning of the words.
Those are important elements had to teach by the teacher.
Vocabulary mastery was important in learning English. If the
students had some vocabularies, they could make a good communication.
Learning vocabulary was learning about a number of words that make up
language. It could improve students’ vocabulary mastery.
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People always try to master vocabulary by using some ways. Rubin
(1992: 2) suggests the ways to study the vocabulary. Those were as
follows:
a. The first was choosing the best time so that he did not feel pressured,
b. The second was trying to find a place free of things that any disturb
his studying,
c. The third was recalling that refers to how much he remember. It was
very important in learning a word and its meaning. He should cover
the meaning to see if you could recall it,
d. And then which one the entire exercise was complete, go over the
word you have learned. In addition, take a few minutes before a new
exercise to review the previous exercise, and
e. The last was to remembering the vocabulary words, try to use them
daily in written on speech.
According to Lado (1972: 1), there were some methods which were
able to help the learners to learn and master vocabulary well. Those were:
a. Dictionary
Dictionary was used when students had troubles in catching
the meaning of words. It could be used effectively if they were aware
of words limitation and consultation. Students used dictionary to find
the new words that they did not understand or only to find a quick
definition.
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b. Notebook
One of the most effective ways to control the learning of new
words to keep vocabulary was notebook. Keep a small one in
thenpocket, so if there were new words, it could be written whenever
it was heard and seen.
c. Guessing the Meaning
Often, especially in reading lesson, he would find many words
whose exact meaning was not absolutely necessary for him to know
in order to understand the sentence. Therefore, the students did not
look at the dictionary to translate the meaning, but they could see
from the words as a clue to know the meaning.
Based on the explanation above, the researcher gots a
conclusion that using different method in learning vocabulary could
improve students’ vocabulary mastery. It also could attract the
students in learning vocabulary. They could choose one of them
based on their ability.
6. Teaching Vocabulary
Teaching vocabulary was one of the ways to develop English
competence of person who were learning English because vocabulary was
one of the success keys in learning English. To raise the students’ interest
in learning vocabulary, the teacher should have the appropriate ways and
technique. The mastery of vocabulary teaching would be achieved if the
vocabulary teaching was effective. Finochiro (1974: 73-74) has explained
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about several premises and comments related to the teaching of
vocabulary as follows:
a. Not all the words the students heard during any lesson become a part
of his “active” vocabulary that or even in later lesson. The active
vocabulary should be systematically, presented and practice, but
some words in the new language would remain “passive” that was we
understand them when we hear them but we did not use them in
speaking or writing.
b. New vocabulary items should be introduced in known structures so
that it was easy for students to understand them.
c. Whenever familiar word was met in the new context, it should be
taught again and practiced. If possible, only one context should be
taught at one time.
d. Whenever possible, the vocabulary items should be centered about
one topic.
e. Vocabulary items should be taught in the some way, which we teach
everything else. We show a picture, puzzle and game.
f. Students should be encouragement to learn and use nouns, verbs,
adjectives and adverbs.
Those principles of teaching vocabulary were to teach the target
language. However, the teacher should consider the technique of teaching
vocabulary.
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Based on the description above, actually teaching vocabulary for
the beginner needs many appropriate ways. We had to know how far
their competence and what the right technique were. We could not teach
just once as students need practice. Through knowing words which had
been made by the students, the teacher should review them.
7. Vocabulary Assessment
a. Aspects to Assess
According to Burhan in Permatasari ( 2011: 14 ), there were
some aspects of vocabulary that could be evaluated:
1) Spelling
It was important to memorize the letter of vocabulary. The
students need to know how to spell the words correctly.
2) Pronunciation
This aspect was to know how the students could pronounce
the vocabularies that they had been learnt.
3) Meaning
In learning a foreign language, it was necessary to know the
meaning of the word. It was to make the students understand what
the native speaker means. So, meaning was to know how the
students could catch the meaning of the words.
4) Memorizing
It was to know how many vocabularies that the students
could memorize well in the teaching learning process.
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b. Evaluation of Vocabulary Mastery
In this research, tests would be used by the researcher to
evaluate the students’ vocabulary mastery. They would be used to
measure the students’ vocabulary mastery before the action and after
the action. From the test, the researcher would be able to know the
improvement of students’ vocabulary mastery.
1) Test Type
In this test, the researcher would be used matching picture
and filling in the blanks tests. Matching picture and filling in the
blanks tests were an appropriate test for the students in Junior
High School. The use of the tests would improve the students’
vocabulary mastery in writing and understanding many words. It
was easy for the teacher to evaluate the students’ vocabulary
mastery. These were the examples of test items:
Match the picture with the correct meaning in the box!
1. 6.
- glasses - door
- television - cat
- table - cupboard
- invitation - car
- telephone - mirror
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2. 7.
3. 8.
4. 9.
5. 10.
Fill in the blanks with the antonym of the underlined words!
1. Sinta is glad, but Rini is....
2. My sister is clever, but my brother is....
3. Lucky is diligent, but Bagas is....
4. My father looks old, but my uncle looks....
5. Mr. Mario is ..., but Mr. Sam is poor.
6. Anna has ... hair, but Deby’s hair is straight.
7. Chiko is strong, but his brother is....
8. This room is clean, but that one is....
9. Uvi’s bike is expensive, but my bike is....
10. Deddy is tall, but his sister is ... and fat.
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Those were the example of the test items. That include
twenty items with two topics. They were about the meaning of the
vocabulary and the antonym of the vocabulary. The researcher used
the topics because it was not difficult items for the students at
Junior High school. The topics were quite familiar for them.
2) Indicator
By making the test items, the researcher has indicators for
the students. Those were as follows:
a. Identifying the form of words.
b. Understanding the meaning of the words.
c. Understanding the antonym of the words.
B. Media
1. The Definition of Media
Teaching and learning process can not be done only by lecturing
in transferring the message of the knowledge from teacher to the students.
To improve the teaching and learning process, there is a need between
students and the teacher to use something that can facilitate them, that is
media.
Sadiman (1986: 7) states that media are everything that can be
used to send messages from the sender to receiver or from the teacher to
the students and it can stimulate students’ feeling, mind and attention in
teaching learning process.
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Media in learning process will engage students to learn what the
teacher taught and also it can make students understand the material
easily.
Media are important elements that can be used in transferring
message from the sender (the teacher) to the receiver (the students) to
communicate and interact between the teacher and the students in
teaching and learning process. Hamalik (1986: 23) states that media in
education are tools, methods and techiques used to make communication
and interaction between the teacher and the students in the teaching and
learning process. According to Hamalik (1976: 23), now media have
already been better because the improvement the knowledge, technology
and the attitude of the society, thus for educational society media have a
good value to improve the quality of education.
There are lots of media that can be used for teaching. Word Wall
is one of the media that can make the students more interested in teaching
and learning English vocabulary.
From the definition above, it can be concluded that media are
important in transferring the message of the knowledge from the teacher
to the students because media can be stimulated the students’ mind and
feel to concern in teaching and learning process. Media are very important
to convey a thousand purposes of teaching and learning process.
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2. The Reasons of Using Media
Teaching using media really helps the teacher in the class. To
make the students focus on the teacher, the use of media really helps the
teacher to deliver the material well. According to Sudjana and Rivai
(1991: 2), there are some reasons why a teacher will use media to teach.
Those are:
a. Media can make the students interested in teaching and learning
process, so the students will be motivated to study.
b. Media can explain the material clearly, so that the students can
understand easily.
c. By media, the method of teaching will have variation, thus the
students are not bored.
d. By media, the students have many activities such as observation,
action and demonstration.
Media become an important part in teaching and learning
process and also really help the teacher make the students more interested
and focus to the material. Media have important roles in educational
world. Sudjana and Rivai (1986: 6) states that to the general roles of
media are: explaining the material given by the teacher, motivating
students study, being source study for students. One of the media which
can make students more interested and understand the material is using
Word Wall.
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3. The Functions of Media
Media have many functions. According to Sadiman (1990: 16),
the functions of educational media are as follows:
a. To clarify the presentation and avoid verbalism. The success key to
increase vocabulary is exposure to new words. It means that the use
of media really helps the teacher in delivering the material clearly.
So, if they still could not understand the material the teacher can use
media to make the students understand the material.
b. To overcome the limitation of space and time as: the object which is
too big to be brought to the class. It can be presented by realia,
pictures, film or model. If the object which is too small that our eyes
can not see it, we can use micro projector, film or picture. The object
which is complicated can be presented in picture.
c. Media can overcome the passive attitude of the students. It means
that the use of media in the class can build the students’ motivation to
study because they will be interested. It can change the passive
students to become active students,
The use of media in the class is appropriate way to build up the
students’ motivation in teaching learning process so that the students can
improve their English vocabulary.
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C. Word Wall
1. The Concept of Word Wall
The Word Wall (Green, 1993) was originally designed to
develop vocabulary learning skills and to internalize new vocabulary
items. The Word Wall helps learners build their vocabulary and improve
their language proficiency and ability to function in the target language.
According to Trisha ( 2001: 3 ), Word Wall was an organized
collection of words written in large print and displayed in an area of the
classroom where it could be easily seen. Designed to promote group
learning, a Word Wall serves as a great classroom tool for individual
student. It provided a rich context for active and ongoing learning that
meets the needs of the students. A Word Wall was a constant work in
progress as students practice and master each new set of word.
According to Janiel ( 1999: 102 ), Word Wall was
systematically organized collection of words displayed in large letters on
a wall or other large display in the classroom.
Based on the explanations above, it could be concluded that
Word Wall was an ongoing, organized display of words that provides
visual references for students’ learning in the classroom.
2. The Advantages of Word Wall
a. Word Wall made students active and enthusiastic.
b. Word Wall could build and improve the students’ vocabulary.
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c. The students could work in individual or group. It made them would
be more enjoy.
d. It encouraged students to make connections between new and known
words.
e. It could make the students be easier to remember the new vocabulary.
3. The Disadvantages of Word Wall
a. Word Wall needed more preparation especially for the material.
b. It would spend much time and energy.
c. It would be noisy because sometimes the students move and speak too
much.
d. Not all the students like the Word Wall.
4. Procedure of Teaching and Learning through Word Wall
Wright ( 1984: 1-3 ) noted that, why were Word Wall used in language
learning? Because Word Wall also could help the teacher create context in
which the language was useful and meaningful. Students were interested in
Word Wall if the Word Wall that the teacher played were very suitable for
them and the teacher did not fell bored in giving the interesting materials.
Therefore, the Word Wall should be suitable with the language levels of the
students.
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Here was an example of Word Wall in teaching learning:
Theme : Food and Drink
Word Wall : Fried rice, noodle, ice tea, milk and apple juice
Instruction : Find the meaning of the word
There were some steps of teaching vocabulary through Word Wall:
a. Preparation
1) Teacher prepared the Word Wall for teaching and learning activity.
2) Teacher prepared some cards that were distributed to the students. The
cards were the answer of the Word Wall.
3) Teacher stimulated the students by giving them question related to the
material about food and drink.
b. Presentation
1) Teacher opened the lesson and asked the students to mention some
foods and drinks.
2) Teacher wrote down the students’ answer on the whiteboard.
3) Teacher discussed the answer with the students.
c. Practice
1) Teacher divided the students into some groups. Each group consists of
three or four students.
2) Teacher showed the Word Wall. There were some keywords or clues
on the Word Wall.
3) Teacher distributed the cards to each groups.
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4) Teacher explained one of the words on the Word Wall as the example
and asked the students to find the meaning of that word.
5) Students found the meaning of the word in the cards.
6) The group that found the answer could raise the hand, showed the
answer and say it. The group that answer correctly would get one star.
7) Teacher asked one of the students to spell the word.
8) Discussing the word.
9) Teacher guided the activity.
10) Teacher gave summary and closed the teaching learning.
Teaching vocabulary was a complex task, besides the meaning of the
words, also the spelling and pronunciation of the words. The teacher had to
teach those elements. Learning spelling was very important because it could
improve the students to master of language skills especially reading and
writing. The students want to be able to speak English well and
understandable pronunciation, so that they could communicate easily. So, the
students had to know how to pronounce the words because good
pronunciation make receiver easier to understand. Besides those elements, the
students had to know the meaning of each words so that they could make a
good communication. Word Wall was appropriate media to improve the
students’ vocabulary.
From the activities above, the students could improve their
vocabulary and also easy to memorize the meaning by Word Wall as a media
in teaching learning process.
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D. Basic Assumption
Word Wall was needed by students in teaching and learning process.
Sometimes students could not understand the teachers’ explanation because
there were still many teachers who explained too much. They just explained
and students wrote the material. It made the students feel bored and it would
influence the students in learning material. To attract the students’
motivation, the teacher could use Word Wall as a media for students to reach
the aim of the lesson and understanding the material easily. Word wall was
considered as an innovative media to help students got vocabulary. Word
Wall would be easy the students in remembering the spelling and
understanding the meaning of the words. Word Wall was interesting for
students because of their size, kind and color. The students were interested
and enjoyable in learning vocabulary.
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